تدوین مدل علی تاثیر ادارک از جو مدرسه بر مشغولیت تحصیلی دانش آموزان با نقش واسطه ای خودپنداره تحصیلی
محورهای موضوعی : تکتونواستراتیگرافی
مینا عبادالهی
1
(دانشجوی دکتری گروه روانشناسی تربیتی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران)
مجید برزگر
2
(استادیارگروه روانشناسی تربیتی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران)
سلطانعلی کاظمی
3
(استادیارگروه روانشناسی تربیتی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران)
کلید واژه: نوجوانان, خودپنداره تحصیلی, مشغولیت تحصیلی, ادارک از جو مدرسه,
چکیده مقاله :
این پژوهش با هدف بررسی نقش واسطهای خودپنداره تحصیلی در رابطه بین ادارک از جو مدرسه و مشغولیت تحصیلی دانش آموزان متوسطه دوم شهرستان شیراز انجام شد. روش پژوهش از نوع همبستگی بود. جامعة آماری شامل کلیه پسران و دختران دانش آموز متوسطه دوم شهرستان شیراز بودند. گروه نمونه شامل508 نفر بود که با به روش نمونه گیری تصادفی خوشه ای انتخاب شدند. ابزارهای اندازه گیری عبارت بودند از پرسشنامه مشغولیت تحصیلی، پرسشنامه خودپنداره تحصیلی و مقیاس ادارک از جو مدرسه. مقیاس ادارک از جو مدرسه شامل چهار خرده مقیاس حمایت معلم، حمایت همسالان، خودمختاری دانش آموزان و وضوح و ثبات قوانین بود. دادهها با استفاده از روش مدل‌یابی معادلات ساختاری تحلیل شدند. نتایج مدل‌یابی معادلات ساختاری نشان داد که ابعاد ادارک از جو مدرسه پیش بین مثبت و معنی دار خودپنداره تحصیلی بودند. همچنین ابعاد ادارک از جو مدرسه با واسطه خودپنداره تحصیلی توانستند مشغولیت تحصیلی دانش آموزان را پیش بینی کنند. در کل، نتایج این پژوهش نشانگر اهمیت محیط یادگیری و ساختارهای انگیزشی بر مشغولیت تحصیلی دانش آموزان بود.
The aim of this research was investigated of the mediating role of self-concept in relation between school environment and academic engagement of secondary school students in Shiraz. The research method was descriptive correlation. The statistical population consisted of all boys and girls of second grade secondary school in Shiraz. The sample consisted of 508 people who were selected by cluster random sampling. Measurement tools were the academic engagement questionnaire, the self-concept questionnaire and the scale of school environment. The scale of school environment included four subscales: teacher support, peer support, student autonomy, and clarity and stability of the law Data were analyzed using structural equation modeling method. The results of structural equation modeling showed that the dimensions the school atmosphere were a positive and significant predictor of academic self-concept. Also, the dimensions of school curriculum through self-concept were able to predict student engagement. In general, the results of this study showed the importance of learning environment and motivational structures on student learning conflicts.
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